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School-Related Gender-Based Violence

December 4, 2017

Julie Hanson Swanson - USAIDKalene Resler – USAID

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Participants will…

OBJECTIVES

• Understand the concept of School-related Gender-based Violence (SRGBV) including the drivers and consequences of violence.

• Consider unique characteristics of SRGBV in crisis and conflict environments.

• Be familiar with the global evidence base on SRGBV prevalence and programming.

• Understand programming principles, M&E considerations and resources for SRGBV programming.

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What is School-Related Gender-Based Violence?

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Gender discriminatory norms

School-Related Gender-Based Violence

Social Norms Wider structural and contextual factors

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SRGBV Conceptual Framework

• Name calling • Public humiliation• Peer exclusion• Verbal intimidation• Physical violence

• Sexual harassment

• Sexual abuse• Transactional sex• Sexual name

calling• Rape and

attempts of rape

• Exploitative Labor

• Physical violence as a form of discip line

• Public humiliation as a form of discip line

Indicator 4.a.2: Percentage of students experiencing bullying, corporal punishment, harassment, violence, sexual discrimination and abuse

Aligns with SDG 4 Targets and Indicators

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• Read your group’s scenario and discuss the following questions:

1. What type(s) of violence is the young person in your scenario experiencing?

2. What are the gendered aspects of this violence? How might these incidents of violence look different if the victim or perpetrator was a different sex or from another marginalized group (students with disabilities, LGBTI children, etc.)?

3. What are the effects of this type of violence on the student? What are possible consequences if the violence goes unchecked?

4. Is this type of violence something you’ve encountered in your career or research? Feel free to share other incidents of SRGBV in your work.

Activity (20mins): SRGBV Scenarios

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What are the unique characteristics of SRGBV in crisis and conflict Settings?

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SRGBV in Crisis and Conflict Settings

• Breakdown of family and community support systems and high levels of stress and trauma magnify pre-existing levels of violence and conflict within schools.

• Refugees and displaced students are often targets of violence and discrimination.

• Adolescent girls are 2.5 times more likely to be out of school in conflict and crisis contexts.

• Boys who have experienced or witnessed violence may become more aggressive and violent.

Source: Addressing SRGBV is Critical for Safe Learning Environments in Refugee Contexts UNGEI November 2016

Students are at increased risk of SRGBV in fragile

environments

Prevalence of School-Related Gender-Based Violence

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WHAT WE KNOW• An estimated 246 million children experience

SRGBV every year1

• More than 80% of students in some countries suffer corporal punishment at school. 2

• Slightly more than 1 in 3 students between the ages of 13 and 15 worldwide experience bullying on a regular basis.3

• Up to 10% of adolescent girls in 40 low and middle-income countries reported forced sexual acts in the previous year. 2 out of 5 school principals in Southern/Eastern Africa acknowledged sexual harassment occurred in their primary schools. 4

• Marginalized groups are at increased risk for SRGBV.5

1. Plan International, 20132. Greene et al, 20133. UNICEF, 2014

4. UNESCO/UNGEI, 20155. Devries et al, 2014

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Violence against children occurs in every region and country.

Source: KNOW Violence in Childhood 2017 Report

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Source: KNOW Violence in Childhood 2017 Report

Type and level of violence varies across sex and age group

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Data remains limited in both coverage and scope

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Global Data Sources:

– UNICEF’s Hidden in Plain Sight

– CDC’s Violence Against Children (VAC) Surveys

– KNOW Violence in Childhood Global Learning Initiative

– Global Initiative to End All Corporal Punishment of Children

– CDC’s Global school-based student health survey (GSHS)

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UNGEI & INEE Survey of SRGBV among Refugee Students

Forms of violence reported to occur “Very Frequently” (daily or weekly)

0 5 10 15 20 25 30 35 40 45

Peer to peer bullying

Physical and humiliating punishment

Unfair treatment by teachers based on gender

Sexual harassment by peers

Sexual harassment by teachers

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Consequences of SRGBV

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SRGBV has been linked to:

• Injuries (bruises, burns, fractures, etc.) & Disability• Unwanted pregnancy• STIs/HIV• Substance abuse

Physical and Health Risks

• Anxiety• Depression• Low self-esteem• Self-harm/suicide• PTSD

Mental Health Problems

• Perpetuating a cycle of SRGBV against others (bullying, sexual harassment, etc.)• IPV• Conflict with the law• Intergenerational reproduction of violence

Violence Outcomes (Committed Against Others)

• Absenteeism• Lack of concentration/inability to study• Lower academic performance• Dropping out of school

Educational Outcomes

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The Costs of SRGBV is high…• SRGBV can be associated with the loss of one primary grade of

schooling, which translates to an annual cost of around $17 billion to low- and middle-income countries.

….with estimated social returns of over €87 for every €1 spent on prevention in the European Union.

But the returns from prevention can be equally high...

Programming for SRGBV

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GUIDING STRATEGIES FOR HOLISTIC SRGBV RESPONSES

Leadership: Laws, Policies and System

Reform

Environment: Ensuring Schools are Safe and

Supportive

Prevention: Curriculum, Teaching and Learning

Responses: In and Around Schools

Partnerships: Collaborating with &

Engaging Key Stakeholders

Evidence: Monitoring and Evaluation of SRGBV

Source: Global Guidance on Addressing School-Related Gender-Based Violence, UNESCO & UN Women 2016

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Global Evidence on SRGBV Interventions:

What Works?

Teacher Training:

Interactive, inclusive

curriculum and

pedagogies

Girls’ and boys’ clubs ‘safe spaces’

Whole School

Approach in school policy and protocol development

Collaborative engagement of parents, and

community and religious

gatekeepers

Reflection and consciousness-

raising on gender identities, norms and inequalities

Communication & conflict-resolution skills with socio-economic support

/training

Source: Parkes et al, 2016

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COUNTRY EXAMPLES

• Palestine: Plan of Action to Counter Violence in Schools in Palestine

• Rwanda: Family Promotion Policy(UNICEF/DFID)

• Uganda: The Good Schools Toolkit (Raising Voices)

• Ghana/Malawi/Yemen/ Tajikistan/DR: Doorways Training Program (USAID)

• Asia/Pacific Region: Connect With Respect (UNICEF)

• Kenya: National Child Helpline & Teacher Sexual Offenders database (UNICEF)

• DRC: Communication for Change (USAID)

• Sierra Leone: Coordinated Action for Protection & Empowerment (Concern)

Source: Global Guidance on Addressing School-Related Gender-Based Violence, UNESCO & UN Women 2016

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UNGEI/INEE Survey of SRGBV Approaches

Three broad categories of SRGBV interventions in crisis and conflict settings were reported:

1. Working with girls and teachers to prevent GBV: life skills, girls empowerment, financial literacy and income-generating activities; teacher training toolkits

2. Community-based prevention and response approaches: awareness raising campaigns, reporting and referral mechanisms to social services; community dialogues and “prevention committees”

3. Policy advocacy and system reform: Only two organizations noted work with MoE on policy and curriculum reform.

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What are some programming challenges in addressing SRGBV in crisis and conflict

settings?

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• Social and cultural norms discourage the reporting of SRGBV

• Capacity constraints in education systems

• Weak coordination and monitoring mechanisms

• Weak service support and referrals for victims

• Lack of governance and accountability mechanisms

• Mixed classrooms = vulnerability to bullying

• Over-crowded classrooms, double shifts = teacher capacity stretched

• Lack of curricula or capacity to meet psychosocial needs of learners and teachers

• Emerging, but limited evidence base on what works

• Missing or underreported data for certain forms of violence or marginalized groups.

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Monitoring & Evaluation Considerations

• Essential to conduct formative research, including literature review, policy analysis, and socialization of stakeholders.

• Identify suitable M&E methods and instruments and adapt to the local context.

• Design SRGBV indicators, ensuring a good balance between quantitative and qualitative indicators

• Take into account ethical, safety and methodological considerations:

– Follow all local child protection policies and legislation and identify formal and informal structures for addressing child protection.

– Consider consent and assent procedures.

– Ensure adequate referral and reporting protocol for any disclosures of violence. (VAC Survey- good example of response protocol at end of survey)

Additional Resource: USAID’s Conceptual Framework for Measuring School-Related Gender-Based Violence

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Back to the Scenarios

After learning some guiding strategies and country examples, we are going

to return your scenarios and consider the following questions:

1. What type of interventions would you include in a program

designed to address the SRGBV in your scenario and why?

2. How would you approach programming differently if this scenario

took place in a crisis and conflict setting? What alternative actors,

organizations, and systems should you coordinate with when

designing programs?

3. What specific M&E considerations would you take into account in

your program design and implementation?

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Key Recommendationsü Recognize and address the gendered

impact of crisis and conflict on education

ü Integrate violence prevention and response actions within learning environments

ü Improve capacity of education in emergencies response and ministry personnel to address SRGBV

ü Generate more evidence on what it takes to create safe learning spaces in fragile environments

ü Harmonize humanitarian, child protection, and development strategies addressing gender and education

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Resources

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Highlights from SRGBV Learning Symposium: Dakar November 28-30

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THANK YOU!

Julie Hanson Swansonjuswanson@usaid.gov

Kalene Reslercresler@usaid.gov

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